Learning from Europe and for Europe with David Raffe - insights into early years of European cooperation in vocational education and training research

Kämäräinen, Pekka

doi:10.1080/13639080.2017.1380754

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…The article by Kämäräinen (2017) is somewhat different from the other articles in that it is a tribute to David Raffe's lifetime achievement on VET research, VET policy, and European cooperation.…”

Section: Emerging Topics and Systematizing The Contentmentioning

confidence: 93%

Mapping Research on European VET Policy With a Systematic Literature Review Method: A Pilot Study

Scheuch

Bohlinger

Bieß

et al. 2021

IJRVET

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Purpose: A systematic literature review has neglected for years in both national and international vocational educational and training (VET) policy research. Recently, scholarly interest in and the need for such a review has increased rapidly. This review introduces the application of the systematic literature review method, with a focus on research work completed in European VET policy. Approach: To investigate the value and applicability of the systematic literature review method in European VET policy research, we conducted a pilot study following the guidelines and procedures presented by Gessler and Siemer. Findings: First, the process of conducting a literature review and its major methodological steps are described, followed by a descriptive analysis of the sample and characteristics of the studies reviewed. Second, initial insights into the research methodology and the topics that emerged during its application are presented. Altogether, we documented a first attempt to systematize research on European VET policy, including lessons learned from conducting a systematic literature review. Conclusion: The review revealed that although research on international European VET policy research has increased in recent years, hardly any systematization of the current research has been proposed. Instead, most research has been limited to identifying specific country-related factors. By comparison, we propose a systematic approach to reviewing research on European VET policy, being well aware of the strengths and limitations of the proposed method and the results. Thus, this systematic review presents a substantial starting point and research agenda for further studies on this topic.

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Section: Emerging Topics and Systematizing The Contentmentioning

confidence: 93%

Mapping Research on European VET Policy With a Systematic Literature Review Method: A Pilot Study

Scheuch

Bohlinger

Bieß

et al. 2021

IJRVET

View full text Add to dashboard Cite

show abstract

“…However, although the well-known ERASMUS programme has been the subject of several studies and its historical origins have already been well researched ( Corbett, 2009 ; Feyen and Krzaklewska, 2013 ), the same is not true for the COMETT initiative, which was launched earlier. Although COMETT is usually mentioned in the context of the early action programmes of the 1980s ( Bonnafous, 2014 ; Kämäräinen, 2017 ), it has not been studied in detail. This is surprising, considering that this initiative, together with ERASMUS, has recently been interpreted as a ‘watershed in the history of Community education policies and, to a certain extent, in the history of West European education policies’ ( Paoli, 2017 : 146; see also Pépin, 2007 ).…”

Section: State Of the Researchmentioning

confidence: 99%

Building the technological European Community through education: European mobility and training programmes in the 1980s

Flury

Geiss

Cantarell

2020

European Educational Research Journal

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The Community Action Programme for Education and Training for Technology (COMETT) played a key role in paving the way for increased cooperation between the member states of the European Community (EC) in the field of education and in the promotion of intra-Europe mobility. In this article, COMETT is considered as a non-traditional education and training programme for solving economic challenges in the context of technological change that was focused on the training of a highly skilled workforce. The process of setting the agenda for COMETT is studied through an analysis of official EC policy documents and archival material from the EU’s historical archives in Florence. Our analysis suggests that the challenge posed by new information technologies acted as a catalyst for a new approach to education governance that was based on closer cooperation between European universities and industry. Promoting intra-Europe mobility among highly skilled workers and students was a key part of the programme, which defined an economic and social strategy for Europe in response to technological change. Educational and social goals were secondary in the design and implementation of the COMETT programme, which, first and foremost, was motivated by the EC agenda to boost the competitiveness of European industry.

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Advanced Technologies in High Education in Cooperation with High-Tech Companies

et al. 2019

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Learning from Europe and for Europe with David Raffe - insights into early years of European cooperation in vocational education and training research

Cited by 3 publications

References 2 publications

Mapping Research on European VET Policy With a Systematic Literature Review Method: A Pilot Study

Mapping Research on European VET Policy With a Systematic Literature Review Method: A Pilot Study

Building the technological European Community through education: European mobility and training programmes in the 1980s

Advanced Technologies in High Education in Cooperation with High-Tech Companies

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